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Santo's lesson was on water conservation. He presented a graph that compared water consumption of small and big families. Before he asked any of the questions, he asked someone to stand up to give an answer. He called only on those who raised their hands. The questions he asked were: 1. What do you see in the graph? How do you compare the water consumption of small and big families?

Why do most of the big families consume more water than the smaller families? Do all the small families consume less water than the big families? Explain your answer. In your opinion, why does one small family consume more water than one big family? In what ways is water wasted? What are ways of conserving water?

Are the families presented well at water conservation? Why or why not? What generalization can you draw about water consumption and size of families? Is there any convergent question from 1 to 8? Yes, question 4 b. Yes, question 7 c. Yes, question 8 d. None Santo do es not enhance interaction? Asking high-level questions II. Calling only on those who raised their hands III. Calling on someone before asking the question a.

II and III b. III only c. I and II d. I and III The higher the level of the question, the longer the wait time b. Wait time turns off slow thinking students c. Wait time discourages the brighter group of students To connect the lesson on water conservation to the life of the students, which question is most appropriate?

How can you help conserve water? Based on your observations, in what ways for people contribute to water wastage? Among the families, who contributes most to water conservation? Were all the questions of Mr. Santo divergent? No, except 4 d. Yes, except 1. With a topic on the human circulatory system, Teacher Jan formulated the following lesson objectives: 1. Given a model of the human circulatory system, the student must be able to understand the route of blood circulation 2.

After discussing the process of blood circulation, the teacher must be able to lead the pupils in enumerating circulatory system-related diseases and in citing the causes and prevention of such diseases.

Is objective 1 in accordance with the principles of lesson objective formulation? No, it is not attainable c. Yes, it is very specific How can you improve objective 2?

Formulate it from the learner's point of view c. Cut it short; the statement is quite long d. No need to improve on it Do both objectives include a criterion of success, an element of a lesson objective cited by Robert Mager? Only objective 1 has b. Only objective 2 has c.

No, they don't d. Yes, they do Is objective 2 in accordance with the principles of lesson objective formulation?

No, it does not describe pupils' learning behavior b. Yes, it is formulated from the point of view of the teacher c. No, it is very broad d. Yes, it describes teacher's teaching activity Which one is the measurable learning behavior in objective 1?

Able to understand b. Route of blood circulation c. To understand d. Teacher Fantina has a hard time getting the attention of her class. When she checks for understanding of the lesson after a usual forty-five-minute lecture, she finds out that only one or two can answer her questions. This has become a pattern so one time, when the class could not answer, she gave a test. What does the inattentiveness of most of Teacher Fantina's students confirm?

The lack of academic preparation of some teachers c. The strange behaviors of today's students d. The stubbornness of student groups Which method in dealing with classroom management problem is better than that of Teacher Fantina? Low level force and private communication b. Low level force and public communication c. High level force and private communication.

High level force and public communication Can the inattentiveness of Teacher Fantina's class be attributed to her use of the lecture method? Yes, if the lecture was not interactive b. Yes, if Teacher Fantina is an experienced teacher c. No, if the students are intelligent d. Cannot be determined With the principles of learning in mind, which one can help Teacher Fantina solve her student disciplinary problem?

Call on their first names b. Do interactive teaching c. Change seat plan of the class d. Assign monitors in class Which act of Teacher Fantina is contrary to the principles of teaching? Asking questions to check for understanding b. Giving a lecture c. Checking for understanding of the lesson in the process of teaching d. Giving a test to discipline the class Teacher Leon gives his students opportunities to be creative because of his conviction that much learning results from the need to express creativity.

Cognitivist c. Socialist d. Humanist Which philosophy approves of a teacher who lectures most of the time and requires his students to memorize the rules of grammar? Existentialism b. Pragmatism c. Realism d. Idealism Teacher Nikka wants to check prior knowledge of her pupils about water pollution.

She writes the main topic water pollution in the center of the chalkboard and encircles it. Then, she asks the pupils to provide information that can be clustered around the main topic.

Which technique did the teacher employ? Vocabulary building b. Semantic mapping c. Demonstration d. Deductive teaching The current emphasis on the development of critical thinking by the use of philosophic methods that emphasize debate and discussion began with: a. Aristotle b. Confucius c. Socrates d.

Plato